优秀教师与普通教师实践性知识生成机制的异质分析——基于扎根理论的研究-《集美大学学报（教育科学版）》

文章信息/Info

Title:: A Heterogeneous Analysis of the Mechanism of Practical Knowledge Generation between Excellent Teachers and Ordinary Teachers——A Research Based on Grounded Theory

Author(s):: HU Chongqing1; XIONG Jian1; LUO Liqin2; (1.School of Education,Jiangxi Science and Technology Normal University,Nanchang,330038,China;2.Campus II,Binjiang Branch,The Affiliated High School of Jiangxi Normal University,Nanchang 330038,China)

Keywords:: the mechanism of practical knowledge generation; excellent teachers; ordinary teachers; grounded theory; heterogeneous analysis

摘要:: 实践性知识是教师专业发展的基石，如何促进教师实践性知识生成是当前研究中至关重要且颇具难度的问题。研究采用目的性抽样方法，共抽取18名优秀教师和16名普通教师开展深度访谈，对访谈所获资料采用扎根理论的三级编码方式进行分析，分别探究影响两类教师实践性知识生成的因素，并分别建构其生成机制模型。进一步的异质分析发现，相较普通教师，优秀教师实践性知识生成的影响因素更丰富全面立体：优秀教师具有高层次精神追求、职业规划意识和能力、更丰富立体的职业品格与能力，学习与实践表现出更强的主动性和创造性，其反思层次更高、时机和视角更多，这得益于职业生涯中的重要他人、以师为本的学校环境和社会文化的支持作用。研究据此提出促进教师实践性知识生成的建议。

Abstract:: Practical knowledge serves as the cornerstone of teachers’ professional development.How to promote the generation of teachers’ practical knowledge is a crucial yet challenging issue in current research.Using purposive sampling,this study selected 18 exemplary teachers and 16 ordinary teachers for in-depth interviews.The collected data were analyzed through the three-level coding process of grounded theory,identifying the influencing factors for the generation of practical knowledge in both groups and constructing respective models of its formation mechanism.Further heterogeneity analysis revealed that,compared to ordinary teachers,the influencing factors for exemplary teachers are more comprehensive and multi-dimensional exemplary teachers demonstrate higher-level spiritual pursuits,stronger career planning awareness and capabilities,and more diverse professional qualities and competencies.They also exhibit greater initiative and creativity in learning and practice,and engage in reflection at higher levels,more frequently,and from more diverse perspectives.and benefit from significant others in their careers,teacher-centered school environments,and supportive socio-cultural resources.Based on these findings,implications for promoting the generation of teachers’ practical knowledge are proposed.